Adp language assessment and treatment
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ADP: Language Assessment and Treatment. Sara S. Plager, M.Ed., CCC Chief and Senior Clinical Lecturer Speech-Language Pathology Department of Communicative Disorders. Definitions. Hearing Acuity: The clearness/sharpness of hearing ability. Involves the reception of sound. Definitions.

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ADP: Language Assessment and Treatment

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Adp language assessment and treatment

ADP: Language Assessment and Treatment

Sara S. Plager, M.Ed., CCC

Chief and Senior Clinical Lecturer

Speech-Language Pathology

Department of Communicative Disorders


Definitions

Definitions

Hearing Acuity:

  • The clearness/sharpness of hearing ability.

  • Involves the reception of sound.


Definitions1

Definitions

Central/Auditory Processing

  • How the brain interprets the sounds

  • Involves the perception of sound

  • Difficulties in discrimination, identifying and/or retaining sounds after the ear has heard them


Central auditory processing con t

Central/Auditory Processing, con’t

Typically there will be problems in:

  • Listening in the presence of background noise

  • Localizing sounds

  • Following directions


Central auditory processing con t1

Central/Auditory Processing, con’t

And problems with:

  • Attending

  • Daydreaming

  • Distractibility

  • Fatigue towards the end of class

  • Disruptive behaviors


Definitions2

Definitions

Language Processing

  • How the brain attaches meaning to the sound groups that form words, sentences, stories, etc.

  • Also occurs in reading


Language processing con t

Language Processing, con’t

Typically the deficits/problems include:

  • Delayed responses

  • The need to rehearse statements

  • The need for frequent review of newly learned material


Language processing con t1

Language Processing con’t

There tend to be difficulties understanding:

  • Language concepts

  • Abstract ideas

  • Idioms

  • Colloquial expressions

  • Humor

  • Words with multiple meanings

  • Inferences


Language processing con t2

Language Processing con’t

  • Figurative language

  • Logic

  • Defining

  • Comparing

  • Contrasting

  • General listening

  • Note taking

  • Inconsistent performance in academic work and behaviors


Language processing con t3

Language Processing, con’t

Can co-exist with:

  • Learning Disabilities (LD)

  • Attention Deficit/Hyperactivity Disorder (ADHD)

  • Other pragmatic/social deficits


Assessment

Assessment

Language Battery

  • Vocabulary (receptive and expressive)

  • Grammar (morphology and syntax)

  • Language Concepts (defining, comparing, contrasting)

  • Phonological awareness

  • Auditory memory

  • Non-verbal intelligence


Assessment con t

Assessment, con’t

Receptive Vocabulary

  • Receptive One-Word Picture Vocabulary Test-2000 (ROWPVT-2000)

    -ages 2 thru 18-11

  • Peabody Picture Vocabulary Test-III (PPVT-III)

    -ages 2-6 thru 90

  • Picture Vocabulary subtest of the Test Of Language Development-P:3 (TOLD-P:3)

    -ages 4 thru 8-11

  • Vocabulary Subtest of the Test for Auditory Comprehensions of Language-3 (TACL-3)

    -ages 3 thru 9-11


Assessment con t1

Assessment, con’t

Expressive Vocabulary

  • Expressive One-Word Picture Vocabulary Test-2000 (EOWPVT-2000)

    -ages 2 thru 18-11

  • Expressive Vocabulary Test (EVT)

    -ages 2-6 thru 90

  • Relational Vocabulary Subtest of the TOLD-P:3

    -ages 4 thru 8-11

  • Oral Vocabulary Subtest of the TOLD-P:3

    -ages 4 thru 8-11


Assessment con t2

Assessment, con’t

Grammar (morphology and syntax)

  • Grammatical Morphemes Subtest (receptive) of the TACL-3

  • Elaborated Phrases and Sentences Subtest (receptive) of the TACL-3

  • Grammatic Understanding subtest (receptive) of the TOLD-P:3

  • Grammatic Completion Subtest (expressive) of the TOLD-P:3


Assessment con t3

Assessment, con’t

Auditory Memory

  • Token Test for Children-Revised

    -ages 3 thru 12-6

  • Concepts and Directions Subtest of the Clinical Evaluation of Language Fundamentals-3 (CELF-3)

    -ages 6 thru 21)

  • Auditory Number Memory subtests of the Test of Auditory-Perceptual Skills-Revised (TAPS-R)

    -ages 4 thru 12-11


Auditory memory con t

Auditory Memory, con’t

  • Auditory Sentence Memory Subtest of the TAPS-R

    -ages 4 thru 12-11

  • Auditory Word Memory Subtest of the TAPS-R

    -ages 4 thru 12-11

  • Auditory Interpretation of Directions Subtest of the TAPS-R

    -ages 4 thru 12-11


Assessment con t4

Assessment, con’t

General Language, Language Processing, Thinking, Reasoning, and Pragmatics

  • Language Processing Test-Revised (LPT-R)

    -ages 5 thru 11-11

  • Listening Test

    -ages 6 thru 11

  • Auditory Processing Subtest of the TAPS-R

    -ages 4 thru 12-11


Assessment con t5

Assessment, con’t

  • Test of Oral and Written Language Scales (OWLS)

    -ages 3 thru 21

  • Test of Pragmatic Language (TOPL)

    -ages 5 thru 13-11

  • TOLD-P:3

    -ages 4 thru 8-11

  • CELF-4

    -ages 6 thru 21


Assessment con t6

Assessment, con’t

Nonverbal Intelligence

  • Test of Nonverbal Intelligence-3

    -ages 6 thru adult


Assessment con t7

Assessment, con’t

Phonological Awareness

  • Lindamood Auditory Conceptualization Test-Revised (LAC)

    -grades K thru adult

  • Comprehensive Test of Phonological Processing (CTOPP)

    -ages 5 thru 24-11

  • Test of Phonological Awareness (TOPA)

    -ages 5 thru 8-11


Assessment con t8

Assessment, con’t

Plager’s typical battery

  • Age 6 thru 12-6

    -EOWPVT-2000

    -TOLD-P:3*

    -Token Test for Children (1st or 2nd ed)

    -TONI-3

    -LAC

    *Will add in the TACL-3 if the Grammatic Understanding subtest of the TOLD-P:3 was low


Assessment con t9

Assessment, con’t

Plager’s typical battery

  • Age 12-7 thru 21

    -ROWPVT-2000

    -EOWPVT-2000

    -OWLS

    -Concepts and Directions subtest of the CELF-3

    -TONI-3

    -LAC


Assessment con t10

Assessment, con’t

  • Tricks of the trade:

    -If I “know” something isn’t right and none of these test scores reflect deficiencies, then I will do the LPT-R and/or a TOPL.


Interpretation and considerations

Interpretation and Considerations

  • Compare the TONI-3 SS to the Total SS

  • Compare receptive SS to expressive SS

  • Compare the various language realms/subtests to each other

  • Note behavioral observations

  • Note response “rise time”

  • Note auditory discrimination errors

  • Note L/R orientation

  • Note handwriting/fine motor skills/strength

  • Note impulsivity, attending, focus to detail

  • Note general “attitude”


Impressions

Impressions

  • The pattern of language difficulties appears c/w a language processing deficit.

  • Test profile appears c/w a language learning disability.

  • Significant difficulty with perception and conceptualization of speech/sound units, indicative of a dysfunction that disrupts the spelling/reading process and interferes with the acquisition of spelling/reading.


Impressions con t

Impressions, con’t

  • Significant difficulty following longer (greater than ___ critical elements) and syntactically more complex directions, indicative of auditory memory and/or language processing and/or depressed attending skills.

  • Based on the language profile (exp scores higher than rec scores), it would be easy to assume, based on verbal output, that child understand more/all/most of what is said to him, however, this is not the case. Child tends to be more of a “social butterfly”.


Recommendations

Recommendations

  • School records and IEP request for review

  • Based on profile obtained (verbal/non-verbal gap, increased response/”rise-time”, gaps among various language realms, rec/exp gap, word discrimination errors, difficulty focusing during external auditory stimuli, declining scores, etc), testing for Auditory Processing Disorders (APD) and/or psychoeducational testing should be completed.


Recommendations con t

Recommendations, con’t

  • Language therapy

  • Further testing for dyslexia/reading disorders.

  • Implementation of the Earobics home computer program (phonological awareness).

  • Keep directions short and syntactically simple

    -Given in a logical, time-ordered sequence

    -Use cueing words (“first”, “next”, “last”)

    -Verify direction prior to implementation

    -Completion of one direction prior to giving

    next direction


Recommendations con t1

Recommendations, con’t

-Encourage child to ask for further

clarification.

-Avoid embedded clauses and wording

in the negative

  • Monitor impulsivity and attending skills in the classroom

  • Use “readying cues” (“Listen”, “Get ready”,

    “Here’s the next one”, etc)


Recommendations con t2

Recommendations, con’t

  • Intervention for teaching memory strategies

    -chunking

    -intonation

    -list-making (pictures and words)

    -over-practice

  • Multi-modal approach to teaching

    -visual/written

    -gestural

    -verbal/auditory


Recommendations con t3

Recommendations, con’t

  • Encourage use of a school agenda

  • Use chore charts and/or lists at home and at school

  • Avoid timed tests

  • Allow additional time between the time a question is asked and that a response is expected

  • Alternative classroom placement may want to be considered


Recommendations con t4

Recommendations, con’t

  • Continued monitoring of ADHD symptoms at home and at school (defer to school personnel for monitoring and to physician for recs re: changes to medications and/or doseages.

  • Implementation of strategies to encourage/reinforce slowing down and not rushing thru school work/homework


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